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This research examined the confluence of generative AI and educational technology (EdTech) within the realm of positive psychology for language learning tasks. Focused on the five key positive psychology factors—grit, academic engagement, enjoyment, resilience, and well-being—students engaged in a task of rewriting the lyrics of Anne Marie’s song “2002” to express their future goals and career aspirations. This task leveraged a range of EdTech tools to offer personalized support in the lyric adaptation process, simultaneously enriching the overall learning experience with positive psychological aspects. The study identified significant positive correlations between task completion and accuracy with three of the positive psychology factors: grit (r = .35, p < .01 for task completion; r = .36, p < .01 for task accuracy), enjoyment (r = .27, p < .01; r = .28, p < .01), and academic engagement (r = .45, p < .01; r = .46, p < .01), indicating that higher levels of these factors are associated with improved task performance and accuracy. In contrast, well-being and resilience did not exhibit significant correlations with either task completion or accuracy. The findings further highlighted that academic engagement significantly predicts both task completion and accuracy, with a beta value of 1.55 for task completion (p < .001) and 1.798 for task accuracy (p < .001). grit, with a beta value of 0.59 for task completion (p = .06) and 0.938 for task accuracy (p = .06), marginally influences task outcomes, implying that students with higher grit are 1.8 times more likely to perform tasks accurately. Notably, the outcomes also revealed varied reasons for student reluctance to use AI, underscoring the complexities of integrating AI into language learning settings. This reluctance among students was attributed to factors such as perceived complexity, preference for personal effort, and uncertainties in how to effectively utilize AI for language tasks. These insights shed light on the importance of aligning technological tools with learner needs and preferences, paving the path toward more effective and personalized language learning environments. [ABSTRACT FROM AUTHOR]

While the implementation of AI chatbots, by and large, is gaining immense popularity in numerous sectors, in the fields of pre-service teacher education and research, a chatbot as a learning-to-teach tool to support pre-service teachers' professional development remains still in its infancy. Along this line, this study expands upon the nascent line of research by delving into pre-service teachers' experiences of deploying, evaluating and building a chatbot. The interview and questionnaire data from a total of 16 pre-service English teachers with no prior experience with the chatbot development were collected in three different stages of learning: First, through the use of Mitsuku, a conversational chatbot, the participants were offered a chance to gauge the potential of a chatbot as a medium of interactive and participatory language learning. Second, the participants configured and tested Dialogflow, a chabot API, in order to build task-oriented chatbots. Finally, the participants created chatbots with conversation flow of ordering juice and interviewing students. The findings demonstrate that such hands-on chatbot building experiences that gravitated towards growth and exploration can drive pre-service teachers to harness their potential from the positions as teachers. In light of the results, this paper presents some practical and theoretical implications. [ABSTRACT FROM AUTHOR]

Polycystic ovary syndrome (PCOS) is the most common endocrine disorder in reproductive-aged women. This syndrome is characterized by its heterogeneous presentation including oligoovulation, hyperandrogenism and polycystic ovary morphology. Moreover, women with PCOS exhibit metabolic dysfunction and have an increased risk of type 2 diabetes mellitus. The treatment approach is dependent on the presenting phenotype. Hormonal contraceptives are the first-line management for menstrual abnormalities and androgen excess symptoms, whereas clomiphene is the first-line therapy for infertility. Metformin is beneficial for metabolic abnormalities and menstrual irregularities. [ABSTRACT FROM AUTHOR]

Polycystic ovary syndrome (PCOS) is a common endocrine disorder characterized by oligomenorrhea, hyperandrogenism and polycystic ovaries. The prevalence of PCOS varies between 6% and 10% depending on the diagnostic criteria and the ethnicity. Diagnosis of PCOS relies on a combination of clinical, biological and ultrasound criteria that are used worldwide in different variations. Few studies have extensively examined reproductive and metabolic characteristics and hyperandrogenism in Korean women. Despite the paucity of these studies, they are critical for ascertaining PCOS diagnostic criteria for this population. This review addresses the epidemiology and diagnostic criteria of PCOS specifically for Korean women. [ABSTRACT FROM AUTHOR]

New frontiers of world-breakthrough technology, such as Metaverse and AI, have been heralded as a promising future of education, and a revolutionary rethink of how we assess and teach is underway. Against this backdrop, this preliminary research endeavored to explore a new future-oriented model of English-speaking assessment, supported by Metaverse and AI. To this end, the paper is organized into three parts: Part I analyzes the status quo of English-speaking tests hitherto and their main facets; Part II explores a new way forward in redesigning speaking assessment with experiential, multimodal-evoked, and automated potentials; finally, Part III evaluated seven English-speaking assessment items using four previously developed models and our own three new ones. Thirty-four experts judged these items based on three criteria: validity, practicality, and authenticity. The results clearly demonstrate how technology could be used to create virtually authentic speaking contexts for learners. The insights gathered from this from this pioneering research inspire future research attempts in this direction and offer new directions for English-speaking assessment. [ABSTRACT FROM AUTHOR]

Purpose: Bacille Calmette-Guérin (BCG) lymphadenitis is a relatively frequent local adverse reactions after BCG vaccination. Its incidence rate is usually <1%. However, this rate may be different according to BCG strain, vaccination method or skill, etc. In the Republic of Korea, two BCG strains are used: intradermal Danish-1331 or percutaneous Tokyo-172. We surveyed the incidence rates of BCG lymphadenitis. Methods: This survey was performed in total 25 centers (5 general hospitals, 20 private pediatric clinics). Immunized type of BCG strain in study subjects was verified by directly observing the scar. The occurrence of BCG lymphadenitis was asked to their parent. In cases of BCG lymphadenitis, location, diameter size, progression of suppuration, and treatment method were investigated, as well. Results: The total number of study subjects was 3,342. Among these, the subjects suitable for enrollment criteria (total 3,222; Tokyo strain 2,501, Danish strain 721) were analyzed. BCG lymphadenitis regardless of its size developed in each five of subjects per strains, therefore, its incidence rate was 0.20% in Tokyo and 0.69% in Danish strain, respectively (P =0.086). However, when applying the WHO criteria - the development of lymph node swelling with diameter 1.5 cm or more, the incidence rate of BCG lymphadenitis was 0.16% (4 cases) in Tokyo and 0.42% (3 cases) in Danish strain, respectively. Conclusions: The incidence rate of lymphadenitis in two BCG types, percutaneous Tokyo and intradermal Danish strain BCG, is 0.20% and 0.69%, respectively. Both rates are acceptable. [ABSTRACT FROM AUTHOR]